Reading Habits of General Surgery Residents and Association With American Board of Surgery In-Training Examination Performance

Kim, Jerry J.; Kim, Dennis Y.; Kaji, Amy H.; Gifford, Edward; Reid, Christopher M.; Sidwell, Richard A.; Reeves, Mark E.; Hartranft, Thomas H.; Inaba, Kenji; Jarman, Benjamin T.; Are, Chandrakanth; Galante, Joseph M.; Amersi, Farin; Smith, Brian R.; Melcher, Marc L.; Nelson, M. Timothy; Donahue, Timothy R.; Jacobsen, Garth R.; Arnell, Tracey D.; Virgilio, Christian de

doi:10.1001/jamasurg.2015.1698

Cited by 40 publications

(18 citation statements)

References 15 publications

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“…Possible changes can include allocating more time for resident self-study, offering review sessions which are tailored to meet the needs of residents and providing effective access to learning content. Residents may also consider maintaining a regular study schedule throughout the year, which has been shown to result in improved medical knowledge and better performance on standardized examinations [14, 15]. Although we did not assess the effectiveness of electronic or E-learning in our study, residency programs could also consider complementing traditional didactic methods with E-learning.…”

Section: Discussionmentioning

confidence: 99%

Resident and program characteristics that impact performance on the Ophthalmic Knowledge Assessment Program (OKAP)

Zafar¹,

Wang²,

Srikumaran³

et al. 2019

BMC Med Educ

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Background To determine which resident and program characteristics correlate with ophthalmic knowledge, as assessed by resident Ophthalmic Knowledge Assessment Program (OKAP) performance. Methods An online survey was sent in June 2017 to all US ophthalmology residents who took the OKAP in April 2017. Results The survey response rate was 13.8% (192/1387 residents). The mean respondent age was 30.4 years, and 57.3% were male. The mean [SD] self-reported 2017 OKAP percentile was 61.9 [26.7]. OKAP performance was found to have a significant positive correlation with greater number of hours spent/week studying for the OKAPs ( p = 0.007), with use of online question banks ( p < 0.001), with review sessions and/or lectures arranged by residency programs ( p < 0.001), and with OKAP-specific didactics ( p = 0.002). On multivariable analysis, factors most predictive of residents scoring ≥75th percentile were, higher step 1 scores (OR = 2.48, [95% CI: 1.68–3.64, p < 0.001]), presence of incentives (OR = 2.75, [95% CI: 1.16–6.56, p = 0.022]), greater number of hours/week spent studying (OR = 1.09, [95% CI:1.01–1.17, p = 0.026]) and fewer hours spent in research 3 months prior to examination (OR = 1.08, [95% CI: 1.01–1.15, p = 0.020]. Lastly, residents less likely to depend on group study sessions as a learning method tended to score higher (OR = 3.40, [95% CI: 1.16–9.94, p = 0.026]). Conclusions Programs wishing to improve resident OKAP scores might consider offering incentives, providing effective access to learning content e.g. online question banks, and adjusting the curriculum to highlight OKAP material. Step 1 scores may help educators identify residents who might be at risk of not performing as well on the OKAP. Electronic supplementary material The online version of this article (10.1186/s12909-019-1637-4) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Resident and program characteristics that impact performance on the Ophthalmic Knowledge Assessment Program (OKAP)

Zafar¹,

Wang²,

Srikumaran³

et al. 2019

BMC Med Educ

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“…While didactic lectures are a mainstay of medical education, it has been observed that medical residents fail to show learning benefit from lecture series in terms of effect on standardized examination scores 9 or long-term practice behaviours. [16][17][18] Our results reflect that junior residents find these sessions to be valuable.…”

Section: Discussionmentioning

confidence: 99%

“…In particular, structured reading habits 7,8 and the use of specific study materials 7,9 were found to be positive predictors of successful performance. Studies have established that resident performance on these in-training examinations goes on to correlate with subsequent performance on licensing examinations.…”

Section: Introductionmentioning

confidence: 94%

Study habits of Canadian urology residents: Implications for development of a competence by design curriculum

Skinner¹,

Ho²,

Touma

2017

CUAJ

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Introduction: The purpose of this study was to evaluate the study habits of Canadian urology residents throughout their residency training. Methods: A survey was administered to all final-year Canadian urology residents over a two-year period. Sixty-seven respondents answered a survey consisting of 54 questions scored on a 10-point Likert score. The survey addressed study habits throughout training, motivations for studying, and preferred resources used. Results: Dedication to studying was directly correlated with proximity to the Royal College of Physicians and Surgeons of Canada (RCPSC) exam. Ninety-six percent of residents reported studying over 10 hours per week during their chief year compared to 0% during their junior year. As residents progressed in their training, preparation for the Royal College exam became the greatest motivator for studying. There was considerable variability in study methods and study resources used throughout training. In their chief year, residents found such resources as the textbook Campbell-Walsh, AUA updates, CUA and AUA guidelines, and the study notes of former trainees to be valuable for their preparation. Teaching rounds, journal clubs, and reading current urological literature were found to be les helpful. Forty-six percent of all residents surveyed indicated that they would prefer writing their RCPSC exam one year earlier than the current timing. Conclusions: This study provides insight into study habits of Canadian urology residents. This data may be helpful in shaping the future of urology training programs and examinations within Canada and elsewhere.

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“…Other avenues of evaluation include the Fundamentals of Laparoscopic Surgery tasks for surgical skills acquisition, online surgical courses with embedded assessments, 3 standardized patient encounters for interpersonal and communication skills, and mock oral examinations for patient care-related decision-making. 44 Innovations in models and simulation technology for surgical training and objective evaluation by the Association for Surgical Education are eagerly anticipated. 45 Regular evaluation of surgical residency models should be done to ensure that programs are meeting their training goals in the areas of rotations, student quality of life, operative experience, ABSITE, faculty, and hospital patient care metrics.…”

Section: Active Learning In the Context Of Surgical Educationmentioning

confidence: 99%

Active Learning in Medical Education: Application to the Training of Surgeons

Luc

Antonoff

2016

Journal of Medical Education and Curricular Development

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Our article defines active learning in the context of surgical education and reviews the growing body of research on new approaches to teaching. We then discuss future perspectives and the challenges faced by the trainee and surgeon in applying active learning to surgical training. As modern surgical education faces numerous challenges, we hope our article will help surgical educators in the evaluation of curriculum development, methods of instruction, and assessment.

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Reading Habits of General Surgery Residents and Association With American Board of Surgery In-Training Examination Performance

Cited by 40 publications

References 15 publications

Resident and program characteristics that impact performance on the Ophthalmic Knowledge Assessment Program (OKAP)

Resident and program characteristics that impact performance on the Ophthalmic Knowledge Assessment Program (OKAP)

Study habits of Canadian urology residents: Implications for development of a competence by design curriculum

Active Learning in Medical Education: Application to the Training of Surgeons

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